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Teachers' Instructional Choices with Student-Created Digital Documentaries: Case Studies
ARTICLE

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Journal of Research on Technology in Education Volume 41, Number 2, ISSN 1539-1523

Abstract

This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton's (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge framed the study. The teachers worked within the constraints of a very detailed mandatory curriculum, taught very similar content, and used the same online digital documentary tool. Despite these similarities, they planned and executed their projects in divergent ways. We found that the teachers' pedagogical aims, rather than the technology or content, dominated both their planned and enacted curriculum. (Contains 2 footnotes.)

Citation

Manfra, M.M. & Hammond, T.C. (2008). Teachers' Instructional Choices with Student-Created Digital Documentaries: Case Studies. Journal of Research on Technology in Education, 41(2), 223-245. Retrieved June 16, 2019 from .

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